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District outlines supports for English learners and reclassification progress
Summary
District staff reviewed identification, instructional models and assessment results for English learners, noting solid reclassification outcomes while identifying continued opportunities in ELD instruction and parent engagement; staff promised more teacher training and targeted supports.
District staff briefed the board on Jan. 28 about how Palos Verdes Peninsula Unified identifies, supports and measures progress for English learners.
The presentation explained intake (home‑language survey and initial ELPAC screening), two instructional models (integrated and designated ELD), supplemental supports (Imagine Learning and expanded IXL access), and reclassification criteria (summative ELPAC, CAST, and other measures). Staff reported that recently reclassified students performed well on state indicators and that reclassification is an important success measure for the district’s EL program.
Why it matters: trustees and staff noted that EL cohorts are fluid — students enter and exit year‑round — which affects year‑to‑year indicators. District staff said about 61% of EL students met expected growth on the summative ELPAC growth metric and that reclassified students show above‑standard performance on CAASPP indicators in ELA and math. Staff identified science and vocabulary demands as a continuing area for targeted support and said they will partner with LACOE for teacher training and pursue parent engagement strategies to increase family participation in ELAC.
Next steps: staff will continue professional development, monitor ELPAC and dashboard indicators, evaluate supplemental curricula impact, and pursue parent‑engagement strategies to support newly arrived families and non‑English speaking parents.
Quote: "Reclassification represents growth, proficiency, and increased access to grade‑level learning," a staff presenter said during the discussion.
